Episodic memories and the longitudinal impact of high school physics on female students’ physics identity

Facilitating marginalized youths' identification with STEM through everyday science talk: The critical role of parental caregivers

“…We designed our interview protocol to elicit holistic memories of conversations, particularly the context, content, and structure of conversations related to identification with STEM. We view recollections of these experiences as episodic memories that "when drawn upon become self-defining as to who people think they are" (Hazari et al, 2018(Hazari et al, , p. 1563. As such, we consider their recollections of these conversations as manifestations (and reinforcements) of participants' sense of identity in relation to STEM at the time of the interviews (Blagov & Singer, 2004).…”

Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study

“…In addition, identity capital might not be acted on immediately as "… these resources can have an inoculation quality" (Côté, 2005, p. 226). For example, when challenged about one's expertise in a discipline, an individual may reflect upon the fact that they have a particular experience exemplifying their expertise to help them maintain and stabilize their disciplinespecific identity (Wang et al, 2018). In this example, prior capital in the form of a positive experience can be "reflexively" revisited to help individuals maintain their feelings of competence and as such, their disciplinary identity well into the future.…”

“…Students' significant early experiences in STEM can create interest (Alexander et al, 2012) and influence both performance and self-efficacy (Ekwueme et al, 2015;Gibson & Chase, 2002;Richardson et al, 2003;Tran, 2018), which shape STEM identity in the moment and in the later transition to adult life (Dou et al, 2019;Jackson & Seiler, 2013;Maltese & Tai, 2010). In other words, these significant experiences may be so meaningful and/or positive to students' sense of self in STEM that they are consistently repeated and/or reflected upon during their school years and beyond (Maltese & Tai, 2010;Wang et al, 2018). This study utilized the STEM capital lens described above, as well as the identity framework created by Carlone and Johnson (2007) and further developed by Hazari et al (2010).…”

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

“…Alguns exemplos comuns de motivação intrínseca (automotivação) apontados foram: um interesse primário pela ciência; amor pela matéria, por aprender coisas novas ou por "construir coisas" (Martínez et al, 2019); e ambição por uma carreira acadêmica (Sax et al, 2016). A motivação extrínseca foi descrita como relacionada à influência familiar; incentivo e reconhecimento de professores (Hazari et al, 2017;; experiências agradáveis nas ciências escolares (Dabney & Tai, 2014;Wang, Hazari, Cass, & Lock, 2018); e inspiração a partir de cientistas históricas (Foote & Garg, 2015). Um estudo investigou o impacto de cinco fatores motivacionais extrínsecos no interesse de meninas por uma carreira em ciências físicas: (i) ter aulas de física somente entre meninas; (ii) ter uma professora de física; (iii) ter mulheres cientistas palestrantes convidadas nas aulas de física; (iv) discutir o trabalho de mulheres cientistas nas aulas de física; e (v) discutir a sub-representação das mulheres nas ciências durante as aulas de física (Hazari et al, 2013).…”